Options booklet year 9 2014 by G Lewis

Ysgol Stanwell School Year 9 Options Booklet 2014

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STANWELL SCHOOL

Headteacher: Mr D Jones

Chair of Governors: Mr A Rogers

The Options Team Mr A Lewis Mrs C Kynaston

Senior Deputy Headteacher Deputy Headteacher

Miss R Sterlini

Head of Year 8

Mr R MacPherson

Head of Year 8

Mr A Pritchard

Careers Advisor Careers Wales

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CONTENTS Page 1.

The Options Team

Contents

Introduction; Options Evening Meeting

The Curriculum; The Option Choice Form Subject Descriptions – Compulsory Subjects

5-6.

English and English Literature

Information Technology

Mathematics and Physical Education

9-10.

Religious Studies

11.

Science

12.

Welsh

13.

Careers Subject Descriptions – Options Subjects

14-15.

Art

16-17.

Business Studies (Double Award)

18.

Child Development

19-26.

Design & Technology

27.

Drama

28-29.

Economics

30-31.

Engineering

32-33.

French

34.

Geography

35-36.

German

37-38.

History

39.

ICT and Computing

40.

Media Studies and Systems

41-42.

Music

43.

Performing Arts (Double Award)

44-45.

Physical Education

46-47.

Travel & Tourism BTEC

48-49.

Workskills BTEC

50.

GCSE Results 2012

51.

GCSE Results 2013

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INTRODUCTION This handbook gives information on the proposed curriculum to be provided for our Year 9 pupils in September 2014. Year 9 is important for each pupil, as it is the first of the three years leading to the public examinations. The curriculum provides a breadth and balance of study, which prepares pupils for the opportunities and experiences of adult life. At Stanwell we encourage participation in post16 education. The curriculum structure gives each pupil a very wide choice of future courses of study. The curriculum consists of compulsory subjects which are followed by all pupils and option subjects. After consultation with the pupils the option subjects will be organised into four groups/blocks and the pupils study one of the subjects in each block.

O P T I O N S E V E N I N G M E ET I N G To help parents and pupils make a more informed choice of option subjects; the school has organised a meeting on Tuesday, 1st April, at 6pm when staff from departments will give brief descriptions of the courses available. The subject staff, together with the Heads of Year, Careers staff and senior staff will be available to answer individual questions.

The Options Evening Meeting is in addition to the Year 8 Parentsâ&#x20AC;&#x2122; Evening. We hope that you will be able to attend on Tuesday, 1st April, , and look forward to seeing you.

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THE CURRICULUM The curriculum consists of compulsory subjects, which are studied by all pupils, and option subjects, which are chosen by the pupils.

COMPULSORY SUBJECTS All pupils will pursue the following courses: English Information Technology Mathematics Science Welsh Personal & Social Education Physical Education Religious Studies

OPTION SUBJECTS

Pupils should choose any four subjects from the option subjects in this book. Please note: pupils should select either Performing Arts or Drama but not both.

HOW TO CHOOSE YOUR OPTIONS The option choice form, which can be found on Moodle, is to be completed with your childâ&#x20AC;&#x2122;s four option choices. We will try to ensure that pupils receive their first choice of option subject, however if this is not possible then the pupil and their parents will be informed. The option choices will be available on Moodle until Tuesday, 8th April.

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COMPULSORY SUBJECT DESCRIPTIONS ENGLISH AND ENGLISH LITERATURE Pupils in English are assessed on the following skills: Speaking and Listening Reading Writing Pupils develop a range of writing and oral skills for different purposes and audiences. Reading includes non-literary and media material, Shakespeare and writers from other cultures. Most pupils also follow the English Literature course, which widens their experience of poetry, prose and drama. GCSE grades are composed of external examinations and controlled assessment (assignments completed under teacher supervision). Controlled assessment is worth 40% in English Language and 25% in English Literature. Pupils are entered for the tier appropriate to their ability.

Controlled Assessments Year 10

English

Autumn

Literature

Unit 3: Poetry and drama (literary heritage)

25%

Shakespeare play and selected poetry

Term Year 10 Autumn

English Language

Speaking and Listening

20%

1. Group discussion 2. Individual Presentation

Term Year 11

English

Autumn

Language

Term

Reading: Instructional, explanatory, persuasive

10%

2. Writing: From a list of prescribed tasks specified 10% by the WJEC

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External Assessment (Examination) Year 10

English

Summer

Literature

Unit 1: Prose (different cultures) and poetry (contemporary)

35%

Unit 1: Section A Reading of unseen prose Unit 1 Section B One imaginative writing task

30%

Unit 2: Section A Reading of instructional/ explanatory/persuasive/media texts Unit 2: Section B One explanatory/persuasive writing task

30%

Unit 2a: Literary heritage drama and contemporary prose

40%

Term (May) Year 11

English

Spring Term

Language

(January)

Year 11

English

Summer Term

Literature

(May)

English Language: http://www.wjec.co.uk/uploads/publications/17195.pdf English Literature: http://www.wjec.co.uk/uploads/publications/18134.pdf

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INFORMATION TECHNOLOGY We believe that ICT is one of the cornerstones of our pupils’ education and Stanwell requires all pupils to study ICT at Key Stage 4 where they will complete courses which we believe will help equip them well for their future.

Edexcel - Certificate in Digital Applications During Year 10 and 11 pupils will take the new revised Certificate in Digital Applications which is designed to engage and enthuse young people and equip them with the knowledge and skills they need to design and make effective digital products. It will teach young people how to express their creativity in an informed and responsible way and encourage them to reflect on what they produce and strive for excellence. It will give young people the skills they need to support future learning and to exploit the creative and commercial employment opportunities on offer in the digital world in which they are growing up. The course consists of two units; Using Digital Tools and Artwork and Imaging.

Certificate in Digital Applications (equivalent to 1 GCSE) Unit 1 – Using Digital Tools

Unit 3 – Artwork and Imaging

A 75 minute practical examination which will be taken in May 2017. This unit will take 30 Guided Learning Hours. Coursework which will be submitted in May 2017. This unit will take 90 Guided Learning Hours.

http://www.edexcel.com/quals/cida/Pages/default.aspx

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MATHEMATICS Mathematics is a compulsory subject and not involved with your option choices. In September 2015, we believe that there will be two new mathematics GCSE courses: i. ii.

Numeracy â&#x20AC;&#x201C; that all pupils will be expected to site. Mathematical techniques.

Once the details of these courses have been confirmed by The Welsh Government, we will inform you.

PHYSICAL EDUCATION The course builds on the activities followed in Key Stage 3 and aims to develop a commitment to an active lifestyle. Pupils will have the opportunity to develop their knowledge, skills and understanding by selecting areas in Physical Education which will include sports and activities not previously offered, such as Basketball and use of Multi Gym and Free Weights in the Fitness Suite

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RELIGIOUS STUDIES

If you are good at problem solving, have a critical mind and good powers of analysis you have the essential qualities needed to study GCSE Religious Studies. These skills are useful for many career fields including medicine, law, management, business and personnel. Employers look for an RS qualification as they know people will have this range of skills and will be able to work effectively as part of a team. Religious Studies will enable you to:  explore religions and beliefs engaging with them intellectually and responding personally  adopt an enquiring, critical and reflective approach to the study of religion  enhance your understanding of different cultures in the wider world  reflect on and develop your own values, opinions and attitudes in light of your learning.

In Years 9 and 10 students follow the WJEC GCSE Course in Religious Studies Specification B. Pupils will study a unit called “Religion and Life Issues” which consists of four areas of study as follows: Relationships: Our World: Is it fair?: Looking for meaning:

Issues of love, marriage and divorce; Exploring creation and our place in the world; Issues of justice and equality; Issues about God, life and death;

These are set within a Christian and comparative framework.

http://www.wjec.co.uk/uploads/publications/17199.pdf

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In Year 11 students follow the GCSE Course in Religious Studies specification B. Pupils will study a unit called “Religion and Human Experience” which consists of four areas of study as follows: Religion and Conflict Religion and Medicine Religious Expression Authority-Religion and State

Issues of peace forgiveness and conflict Issues of medical ethics and the sanctity of life Issues of expressing one’s faith Issues of law and order in religion and society

These are set within a Christian and comparative framework.

RELIGIOUS STUDIES SPECIFICATION B SUMMARY OF ASSESSMENT (Full Course) 1st Written Paper: 1 hour 45 minutes 50% 96 marks (100 UMS) Four structured questions consisting of visual stimuli used as a basis for a series of paragraph and extended writing answers testing AO1 and AO2. 2nd Written Paper: 1 hour 45 minutes 50% 96 marks (100 UMS) Four structured questions consisting of visual stimuli used as a basis for a series of paragraph and extended writing answers testing AO1 and AO2. The first written paper will be taken in May of Year 10 and the second written paper will be taken in June of Year 11. There is no externally assessed coursework in Religious Studies and there are no controlled assessments.

http://www.wjec.co.uk/uploads/publications/17199.pdf

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SCIENCE Science is a compulsory subject at Key Stage Four and is not involved in your option choices. Pupils will study topics such as Variety of Life, Evolution, Body Maintenance, Earth Science, Energy, Radiation, The Universe, Nanotechnology and Smart Materials.

How will the course be organised? During Year 9, all pupils will follow a science course which covers all three science subjects (biology, chemistry and physics). There will be no external examinations during Year 9. Pupils will sit final internal examinations in all science subjects at the end of Year 9. The results from these examinations will inform the school of the most appropriate science course for your child in Years 10 and 11. Currently pupils follow these courses:    

Separate sciences (Biology, Chemistry and Physics) Double Award Science Core Science BTEC Applied Science

How is the course assessed? Pupils following the separate science course will take six external examinations (two in each science) during Year 10 and three external examinations (one in each science) at the end of Year 11. There will be a controlled assessment exercise for each science subject that will be taken during Year 11. Pupils following the double award will take three external examinations (one in each subject) in June of Year 10 and will complete controlled assessment tasks in each of the science subjects during Year 10. The assessments in Year 10 will give the pupils a single grade in Science. In Year 11 pupils will take three external examinations (one in each subject) along with one controlled assessment task to give them a second science grade.

http://www.wjec.co.uk/index.php?subject=77&level=7

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WELSH SECOND LANGUAGE The Welsh Second Language GCSE full course will provide experiences which will give all candidates the opportunity to reach their full potential in Welsh according to their ability and needs. The aim is to ensure that candidates are aware of the use made of Welsh in modern Wales, nurturing a positive attitude towards the Welsh language and its culture. The skills of candidates are developed to use the language for effective and purposeful communication. We aim to ensure that students have the opportunity to: 

Show interest, pleasure and enthusiasm while studying the Welsh language;



Contribute substantially to discussions, using language that is suitable for the purpose and the audience; Respond to a wide range of reading materials, including some published material;

 

Write in a wide range of forms for a variety of purposes, giving attention to purpose, audience and accuracy.

Assessment Summary Unit 1 Written paper: 1 hour (25%) 4 questions-2 writing (10%) 2 reading (15%) Unit 2 Controlled assessments (25%) Oral 20% Task 1- Individual presentation (10%) Christmas Term (Year 11) Task 2-Role play-Pair work/group (10%) January/February (Year 10) Writing-(5%) Task associated with the role play. Unit 3 Oral exam: 10 minutes (25%) Oral 20% Pair/group exam. Reading 5% Discussing reading material as a stimulus to the oral exam. Unit 4 Written paper: 1 hour (25%) 4 questions – 2 Written (15%) 2 Reading (10%)

www.wjec.co.uk/index.php?level=7&subject=105 12 | P a g e

CAREERS Stanwell School provides the following Careers Education and Guidance opportunities and pupils have access to: 

Easily accessible, up-to-date and accurate careers information.



Independent, impartial, confidential advice and guidance.



Access to the ‘World of Work’ and business awareness activities.



Help and guidance at the transition of Key Stage 3 to Key Stage 4; at the end of Key Stage 4, and at the end of Key Stage 5.

In Year 9 the pupils begin work on their own Progress File, which they update throughout their school life. It contains work provided by The Careers Department and any achievements that the pupils wish to include. In both Year 9 and Year 10 all of the pupils are involved in an Industry/skills workshop days and at the end of Year 10 they will experience a one week placement in industry/commerce. Throughout their time in Stanwell there is always opportunity for both pupils and parents to meet with the careers staff and the school's Careers Wales Advisor. We have well equipped careers libraries containing all the reference material needed to enable your child to make the wisest possible decisions concerning their future.

Your Careers Adviser is Alun Pritchard Your Adviser is based in the ground floor in ‘The House’ You may obtain information, advice, or arrange an interview with your Adviser, by contacting him directly at School or at Barry Careers Centre:alun.pritchard@cardiffandvale.org Tel – 01446 410600 Ext 8609 13 | P a g e

ART AND DESIGN The GCSE Art and Design course demands a positive attitude and a great deal of commitment from the pupils in our charge. On no account should it be regarded as a soft option. We encourage pupils to be self motivated and build on their technical skills developed in Key Stage 3. The Edexcel GCSE Art and Design: Fine Art course and the Art and Design: Textile Design course encourages an adventurous and enquiring approach to the subject. Successful pupils should be able to demonstrate an understanding of past and contemporary art and design practice and the integration of theory and understanding to produce a personal response that embraces a range of ideas. Each pupil must produce the following components:

PERSONAL PORTFOLIO (Unit One = 60%) This comprises of TWO PROJECTS - TEXTURE IN NATURE and - ABSTRACTION IN ARCHITECTURE

Unit One is submitted for assessment at the beginning of January in Year 11. Interim internal assessment of Unit One in Year 9 takes place at the end of the Autumn term and again in the Summer term. This procedure is repeated in Year 10.

EXTERNALLY SET ASSIGNMENT (Unit Two = 40%) Pupils will receive their externally set exam paper in January in Year 11 and are given approximately 20 hours to prepare their response and 10 hours to produce their final piece in March. (Sustained Focus). Both components are internally assessed and externally moderated. Pupils may be able to choose to study ENDORSED FINE ART or ENDORSED TEXTILE DESIGN in the Art and Design option. This is reliant on the number of pupils opting for either Fine Art or Textiles in each option group.

http://www.edexcel.com/quals/gcse/gcse09/Art/Pages/default.aspx

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ART & DESIGN: FINE ART(5FA02) Areas of study: abstraction, still life composition, manufactured and natural forms through techniques of painting, drawing, print making and sculpture.

ART & DESIGN: TEXTILE DESIGN (5TE02) This course follows a creative approach to the subject concentrating on constructed, dyed, printed fine art and fashion textiles.

Is this the right subject for me? This course is suitable for students who are: keen to develop their visual skills creative, enthusiastic and imaginative able to sustain an investigation able to enjoy visits to galleries and museums willing to experiment and take risks in their work willing to review their progress and make improvements. The GCSE Art and Design course is a dynamic and interesting subject that covers many topics that can be directly related to the world that we live and work in.

http://www.edexcel.com/quals/gcse/gcse09/Art/Pages/default.aspx

The pool of creative talent for the 21st century is forming now. . Art director . Directors â&#x20AC;&#x201C; state, motion picture, television, radio . Graphic Designers . Visual Artists . Animators . Illustrators . Commercial and Industrial Designers . Fashion Designer . Interior Designer . Set Designer . Painters . Product Designer . Cartoonist, Comic book artists . Camera Operator, television, video or motion picture operators . Desktop publisher . Composing room supervisor . Art historian . Exhibition designers .Marketing and advertising

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APPLIED BUSINESS STUDIES (DOUBLE AWARD) In Year 9 students develop a range of Business enterprise skills that enables them to access the Applied GCSE course. Students are taught using a variety of teaching styles to actively engage them with the study of Business, develop them as effective and independent learners with enquiring minds. Lessons are mainly housed with the Business Centre and the IT rooms. Students will be taught for three periods a week. Topics covered in Year 9 include:         

Managing your money Big Ideas The economy Business and the Environment The Stock Exchange Rising Global Powers The Welsh Assembly Business Plans Factors of Production

The Applied Business Studies course is directly equivalent to two GCSEs. The course’s innovative structure allows students to develop an understanding of four units: Unit Unit 1 (5AB01) Unit 2 (5AB02) Unit 3 (5AB03) Unit 4 (5AB04)

Overview of unit Investigating how businesses work

Assessment

Financial Records Investigating people, business and change Financial planning and forecasting

External exam paper Controlled assessment

20%

External exam paper

20%

Controlled assessment

% of total double GCSE 30%

30%

Dates for assessment Controlled assessment completed in winter and first half of spring half term Year 10 Exam sat in Summer of Year 11 Controlled assessment completed in winter and first half term of Year 11 Exam sat in Summer of Year 11

What skills will I develop? Throughout the course students will be involved in a range of learning activities which will allow them to develop important transferable key skills (numeracy, communication, ICT, problem solving, working independently and working with others) as well as develop their understanding of the business world.

http://www.edexcel.com/quals/gcse/gcse09/Business/appbus/Pages/default.aspx 16 | P a g e

Educational Visits We aim to ensure that the students have the opportunity to further their understanding of business through educational visits. In Year 9 students had the opportunity to visit the Jaguar manufacturing plant in Birmingham. Students were given a presentation on Jaguar and their business activities, visited the ‘top secret’ production line, and programmed robots to manufacture the cars.

Student Support Homework club runs twice a week, after school. This gives students the prospect to gain additional support within the subject. Each of these sessions is fully supervised by a member of the Business Department. All teaching resources can also be accessed on the school moodle site, allowing students to have remote access to all learning facilities.

Young Enterprise In Year 10 students will have the opportunity to take part in the Young Enterprise scheme that is run after school. Students set up and run their own businesses throughout the year, developing their entrepreneurial skills.

Will Business Studies help me with my future career? Business Studies is a diverse and varied course, this means that it can be the foundation for many careers that students may choose to study. Obviously if you want to be the next Richard Branson and run your own business it is very useful. Other careers and further studies that can be directly linked to Business Studies include Finance, Law, Business Administration, Resource and Environmental Management, Personnel, Sales and Marketing. To be successful in business you need to be well motivated and want to be the best that you can:

“The big secret in life is that there is no big secret. Whatever your goal, you can get there if you're willing to work” Oprah Winfrey

http://www.edexcel.com/quals/gcse/gcse09/Business/appbus/Pages/default.aspx

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CHILD DEVELOPMENT WJEC Home Economics : Child Development This GCSE course is designed to enable pupils to study the development and care of children from conception to the age of five years. It enables pupils to understand the social, emotional, physical and intellectual development of the child through the study of the family, community and the responsibilities of parenthood. The course consists of six compulsory areas of study:1. Family & Child (Completed during Year 9)

4. Physical Development

2. Food & Health

5. Intellectual Development

3. Pregnancy

(completed during Year 9)

6. Social & Emotional Development

The assessment is based on the following: Unit 1: Principles of Child Development (40%) Written Paper : 1Â˝ hours One paper which will be externally set and marked targeted at the full range of GCSE grades. The paper will contain short-answer, structured and free response questions drawn from all areas of the specification and will assess the quality of written communication. The external exam will be taken at the end of Year 11. Unit 2: Child Study (30%) Controlled Assessment One task to be selected from a bank of three tasks set by WJEC, to include investigation and production focusing on a childâ&#x20AC;&#x2122;s development Duration 15 hours to commence during Year 10. This task must be completed during lessons in school. The assessment will be handed in during March of Year 10. Internally assessed using WJEC set criteria and externally moderated. Unit 3: Child Focused Task (30%) Controlled Assessment One task to be selected from a bank of two tasks set by WJEC, to include researching, planning, making and evaluating. Duration 15 hours to commence during year 11. This task must be completed during lessons in school. The assessment will be handed in during March of Year 11. Internally assessed using WJEC set criteria and externally moderated.

http://www.wjec.co.uk/index.php?subject=68&level=

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DESIGN & TECHNOLOGY FOOD TECHNOLOGY A course in Design and Technology: Food Technology offers an opportunity in the curriculum for candidates to identify and solve real problems by designing and making food products in a range of contexts relating to their personal interests. Design and Technology develops candidates' interdisciplinary skills, all six Key Skills and their capacity for imaginative, innovative thinking, creativity and independence. The specification being followed will enable candidates to: • actively engage in the processes of design and technology to develop as effective and independent learners; • make decisions, consider sustainability and combine skills with knowledge and understanding in order to design and make food products; • explore ways in which aesthetic, technical, economic, environmental, ethical and social dimensions contribute to food; • analyse existing products and produce practical solutions to needs, wants and opportunities, recognising their impact on quality of life; • develop decision-making skills through individual and collaborative working; • understand that designing and making food items reflect and influence cultures and societies, and that food products have an impact on lifestyle; • develop skills of creativity and critical analysis through making links between the principles of good design, existing solutions and technological knowledge. Course content: Areas covered will include: The design process, product analysis, sustainability and legislative issues, designers, commercial food practices, equipment, systems and processes. Year 9: Students undertake a range of small focussed projects developing the designing and making skills, knowledge and understanding required for this GCSE specification. During the autumn and summer terms formal examinations will be sat in preparation for Unit 1 in Year 11.All submitted work will be assessed and used to attain reporting grades. Year 10: Students will undertake projects based on the Unit 2 component of the specification. These will be preparatory projects and as such structured guidance and assistance will be provided. During the autumn and summer terms formal examinations will be sat in preparation for Unit 1 in Year 11. All submitted work will be assessed and used to attain reporting grades. Year 11: Students will undertake one major project based on an examination board set brief. This will be undertaken in CAT conditions as defined in the specification. During the autumn term a formal ‘mock ‘examinations will be sat in preparation for Unit 1 examinations at the end of Year 11. All submitted work will be assessed and used to attain reporting grades

http://www.wjec.co.uk/index.php?subject=40&level=

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Unit 2Controlled assessment â&#x20AC;&#x201C; 30 hours (60%) Part A - Candidates will be required to carry out an analysis of the problem set by the WJEC, write a design specification, generate a range of ideas, develop a solution and produce the details of the final solution. (10 guided hours). Part B - Plan the making process, carry out the making and evaluate project. (20 guided hours).

Unit 1

Examination (40 %)

One paper of 2 hours duration, which tests the knowledge and understanding of Food Technology through questions on designing and making. Section A - Four compulsory questions related to the world of Design and Technology and Food Technology. Section B - Four compulsory questions based on the specification content. These questions share a common structure across all focus areas.

http://www.wjec.co.uk/index.php?subject=40&level= 20 | P a g e

DESIGN & TECHNOLOGY GRAPHIC PRODUCTS A course in Design and Technology Graphic Products offers a unique opportunity in the curriculum for candidates to identify and solve real problems by designing and making products or systems in a wide range of contexts relating to their personal interests. Design and Technology develops candidates' interdisciplinary skills, all six Key Skills and their capacity for imaginative, innovative thinking, creativity and independence. The specification being followed will enable candidates to: • actively engage in the processes of design and technology to develop as effective and independent learners; • make decisions, consider sustainability and combine skills with knowledge and understanding in order to design and make quality products; • explore ways in which aesthetic, technical, economic, environmental, ethical and social dimensions interact to shape designing and making; • analyse existing products and produce practical solutions to needs, wants and opportunities, recognising their impact on quality of life; • develop decision-making skills through individual and collaborative working; • understand that designing and making reflect and influence cultures and societies, and that products have an impact on lifestyle; • develop skills of creativity and critical analysis through making links between the principles of good design, existing solutions and technological knowledge. Course content: Areas covered will include: The design process, product analysis, sustainability and legislative issues, designers, commercial graphic practices, 2D and 3D drawing techniques, web design, text, font and lettering design, digital graphic media, materials and components, tools and equipment, systems and processes, and CAD/CAM.

Year 9: Students undertake a range of small focussed projects developing the designing and making skills, knowledge and understanding required for this GCSE specification. During the autumn and summer terms formal examinations will be sat in preparation for Unit 1 in Year 11. All submitted work will be assessed and used to attain internal reporting grades. Year 10: Students will undertake projects based onthe Unit 2 component of the specification. These will be preparatory projects with structured guidance and assistance. During the autumn and summer terms formal examinations will be sat in preparation for Unit 1 in Year 11. All submitted work will be assessed and used to attain internal reporting grades.

http://www.wjec.co.uk/index.php?subject=41&level= 21 | P a g e

Year 11: Students will undertake one major project based on an examination board set brief. This will be undertaken in CAT conditions as defined in the specification. During the autumn term a formal ‘mock ‘examinations will be sat in preparation for Unit 1 examinations at the end of Year 11. All submitted work will be assessed and used to attain internal reporting grades

Unit 2

Controlled assessment – 30 hours (60%)

Part A - Candidates will be required to carry out an analysis of the problem set by the WJEC, write a design specification, generate a range of ideas, develop a solution and produce the details of the final solution. (10 guided hours). Part B - Plan the making process, carry out the making and evaluate project. (20 guided hours).

Unit 1

Examination (40 %)

One paper of 2 hours duration, which tests the knowledge and understanding of Graphic Products through questions on designing and making. Section A - Four compulsory questions related to the world of Design and Technology and Graphic Products Technology. Section B - Four compulsory questions based on the specification content. These questions share a common structure across all focus areas.

http://www.wjec.co.uk/index.php?subject=41&level=

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DESIGN & TECHNOLOGY RESISTANT MATERIALS A course in Design and Technology offers a unique opportunity in the curriculum for candidates to identify and solve real problems by designing and making products or systems in a wide range of contexts relating to their personal interests. Design and Technology develops candidates' interdisciplinary skills, all six Key Skills and their capacity for imaginative, innovative thinking, creativity and independence.

The specification being followed will enable candidates to: • actively engage in the processes of design and technology to develop as effective and independent learners; • make decisions, consider sustainability and combine skills with knowledge and understanding in order to design and make quality products; • explore ways in which aesthetic, technical, economic, environmental, ethical and social dimensions interact to shape designing and making; • analyse existing products and produce practical solutions to needs, wants and opportunities, recognising their impact on quality of life; • develop decision-making skills through individual and collaborative working; • understand that designing and making reflect and influence cultures and societies, and that products have an impact on lifestyle; • develop skills of creativity and critical analysis through making links between the principles of good design, existing solutions and technological knowledge.

Course content: Areas covered will include: The design process, product analysis, sustainability and legislative issues, designers, commercial manufacturing practices, materials and components, tools and equipment, systems and processes, and CAD/CAM. Year 9: Students undertake a range of small focussed projects developing the designing and making skills, knowledge and understanding required for this GCSE specification. During the autumn and summer terms formal examinations will be sat in preparation for Unit 1 in Year 11. All submitted work will be assessed and used to attain reporting grades. Year 10: Students will undertake projects based on the Unit 2 component of the specification. These will be preparatory projects and as such structured guidance and assistance will be provided. During the autumn and summer terms formal examinations will be sat in preparation for Unit 1 in Year 11. All submitted work will be assessed and used to attain reporting grades.

http://www.wjec.co.uk/index.php?subject=44&level=

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Year 11: Students will undertake one major project based on an examination board set brief. This will be undertaken in CAT conditions as defined in the specification. During the autumn term a formal ‘mock ‘examinations will be sat in preparation for Unit 11 examinations at the end of Year 11. All submitted work will be assessed and used to attain reporting grades

Unit 2

Controlled assessment – 30 hours (60%)

Unit 1

Examination (40%)

One paper of 2 hours duration, which tests the knowledge and understanding of resistant materials through questions on designing and making. Section A - Four compulsory questions related to the world of Design and Technology and Resistant Materials Technology. Section B - Four compulsory questions based on the specification content. These questions share a common structure across all focus areas.

http://www.wjec.co.uk/index.php?subject=44&level=

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DESIGN & TECHNOLOGY TEXTILES A course in Design and Technology Textiles offers a unique opportunity in the curriculum for candidates to identify and solve real problems by designing and making products or systems in a wide range of contexts relating to their personal interests. Design and Technology develops candidates' interdisciplinary skills, all six Key Skills and their capacity for imaginative, innovative thinking, creativity and independence. The specification being followed will enable candidates to: • actively engage in the processes of design and technology to develop as effective and independent learners; • make decisions, consider sustainability and combine skills with knowledge and understanding in order to design and make quality products; • explore ways in which aesthetic, technical, economic, environmental, ethical and social dimensions interact to shape designing and making; • analyse existing products and produce practical solutions to needs, wants and opportunities, recognising their impact on quality of life; • develop decision-making skills through individual and collaborative working; • understand that designing and making reflect and influence cultures and societies, and that products have an impact on lifestyle; • develop skills of creativity and critical analysis through making links between the principles of good design, existing solutions and technological knowledge. Course content: Areas covered will include: The design process, product analysis, sustainability and legislative issues, designers, commercial textiles practices, textile manufacturing techniques, material properties and components, tools and equipment, systems and processes, and CAD/CAM. Year 9: Students undertake a range of small focussed projects developing the designing and making skills, knowledge and understanding required for this GCSE specification. During the autumn and summer terms formal examinations will be sat in preparation for Unit 1 in Year 11. All submitted work will be assessed and used to attain reporting grades. Year 10: Students will undertake projects based on the Unit 2 component of the specification. These will be preparatory projects and as such structured guidance and assistance will be provided. During the autumn and summer terms formal examinations will be sat in preparation for Unit 1 in Year 11. All submitted work will be assessed and used to attain reporting grades.

http://www.wjec.co.uk/index.php?subject=40&level

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Unit 2

Controlled assessment – 30 hours (60%)

Unit 1

Examination (40%)

One paper of 2 hours duration, which tests the knowledge and understanding of textile materials through questions on designing and making. Section A - Four compulsory questions related to the world of Design and Technology and textiles materials technology. Section B - Four compulsory questions based on the specification content. These questions share a common structure across all focus areas.

http://www.wjec.co.uk/index.php?subject=40&level= 26 | P a g e

DRAMA Like theatre, drama in schools can unlock the use of imagination, intellect, empathy and courage. Through it, ideas, responses and feelings can be expressed and communicated. It carries the potential to challenge, to question and to bring about change. Jude Kelly (theatre director and founder of Metal)

When an employer sees GCSE Drama on an application form, they see a person who is confident with excellent communication skills and creative flair. Drama encourages you to work as part of a team, lead and direct iedeas, and critically analyse various literature. Drama compliments subjects such as English, History and Art. The subject will help with interviews for Universities and jobs. Employers often select people who can speak clearly, confidently and with dynamism. The GCSE course helps develop these skills. Each option is assessed through 30% practical work (preparatory work and endproduct). You will receive a mark out of 45 for your performance and a mark out of 15 for your rehearsal process. There is no written coursework. Pupils need to be committed and have a disciplined approach to group work. They also need to remember that preparation for the written examination (worth 40%) is equally as important as practical work and is, therefore, set regularly. Your written examination will be at the end of Year 11. Pupils who choose Drama enjoy their studies for many reasons. There is usually an excellent atmosphere within lessons. Group dynamic is strong and you will enjoy being part of a group or cast. GCSE Drama is enjoyable, relevant and interesting. It allows you to understand yourself and the world around you. It is widely accepted as a valuable qualification for a range of careers and university courses. It is as valid as say History or Art! Do not worry if you feel that you do not have the confidence that is required for Drama. Everybody starts the course at the same level and confidence quickly grows. What you do need is a clear interest in the subject and enthusiasm.

http://www.aqa.org.uk/subjects/drama-and-performingarts/gcse/drama-4240

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ECONOMICS Without realising it, you encounter Economics What is every day. Economics Economics? helps us understand the decisions that we make every single day. Of course, it also considers bigger issues such as the economy, poverty and the environment.

For example: What makes someone pay £185 for the world’s most expensive paper bag? What makes you choose going to the cinema with friends instead of buying a t-shirt? How does the government choose between cuts in the health service and cuts in education?

Economics is not about statistics and certainly does not contain lots of complex mathematical calculations. It is about what motivates us to make choices that we do. Ultimately, we all make our own decisions. However not everyone makes the same choices. In Economics we try and explain these choices, which is why Economics is both challenging and thought provoking. Study Economics and you’ll find out the answers to the above questions and gain a qualification in one of the most highly regarded subjects.

What skills will I develop? The study of Economics at GCSE allows pupils to explore the world whilst developing a range of key skills; numeracy, communication, use of ICT, team-working and problem solving. Teaching includes a variety of activities to allow pupils to develop these skills including presentations, debates and simulations. For example pupils have operated hotels, created their own revision videos and Economics themed board games.

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Course Content The course is broken down into two modules; Unit 11 and Unit 12. The Units include the following topics: Unit 11

Unit 12

Personal life cycle

Managing the economy

The world of work

The European Union

Managing your money

The Euro

Choosing to spend

Current economic issues

Choosing to save Unemployment The welfare state

Educational Visits Pupils also have the opportunity to take part in educational visits. Last year students visited the Bank of England, Deutsche Bank, The London Metal Exchange and Chelsea Football Club.

Assessment Assessment takes the form of two exam papers both sat at the end of Year 11; Personal Economics and Investigating Economic Issues. The papers have equal weighting and are both of one hour and fifteen minutes in duration.

If you would like to find out more please donâ&#x20AC;&#x2122;t hesitate to speak to Mr Crook in G25. A link to the AQA website is also listed below. http://www.aqa.org.uk/subjects/business-studies/gcse/business-subjects-and-economics-4130

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ENGINEERING (Double Award) A course in Engineering will offer students a unique opportunity in the curriculum to develop an understanding of engineering principles and apply them in a problem solving situation. During the three years of the course students will develop an experience of material characteristics and engineering principles through a range of specified design and make tasks together with theoretical lessons. Students will develop skills, knowledge and understanding, which will be applied to a major project task in the final year for the assessment in units 1&2. Engineering will allow candidates to develop their potential across the six key skills together with imaginative, innovative thinking in an independent atmosphere.

Key subject aims The GCSE in Engineering (Double Award) aims to enable students to:  Engage in a range of engineering processes and develop as effective and independent students  Develop a range of transferable engineering skills that will form a foundation for future learning and progression  Understand engineering and related sectors and the contribution they make to society and the economy  Develop an awareness of emerging technologies and sustainable development in the context of engineering.

Course Structure Year 9: Students undertake a range of projects which focus on developing the skills knowledge and understanding required for this GCSE. During the autumn and summer terms formal examinations will be sat in preparation for Unit 3 in Year 11. All submitted work will be assessed and used to attain reporting grades. Year 10: Students will undertake two major projects based on Units 1 & 2 of the specification. These will be a preparatory project and as such structured guidance and assistance will be provided During the autumn and summer terms formal examinations will be sat in preparation for Unit 3 in Year 11. All submitted work will be assessed and used to attain reporting grades. Year 11: Students will undertake two major projects based on Units 1 & 2 of the specification. These will be undertaken in CAT conditions as defined in the specification. During the autumn term a formal ‘mock ‘examinations will be sat in preparation for Unit 3 examinations at the end of Year 11. All submitted work will be assessed and used to attain reporting grades.

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Assessment Unit 1: 30%

Engineering Design and Graphical Communication

Internally assessed CAT Task Overview of content  Analysing design briefs and producing design specifications and design solutions  Interpreting and producing engineering drawings  Presenting design solutions Overview of assessment  Students to produce a design solution for an engineered product, including interpreting and producing engineering drawings  Controlled assessment task,(23-33 hours) set by Edexcel and internally marked by centres  Centres can contextualise the task to suit local needs

Unit 2: 30%

Engineered Products

Internally assessed CAT Task Overview of content  Interpreting product specifications and producing production plans  Selecting and using suitable tools, components and processes to produce an engineered product. Overview of assessment  Students to produce a final engineered product that meets design requirements  Controlled assessment task,(23-33 hours) set by Edexcel and internally marked by centres  Centres can contextualise the task to suit local needs.

Unit 3: 40% Application of Technology in Engineering and Manufacturing Externally assessed Written Examination. Overview of content  Investigating the use of information and communication technology (ICT), modern and smart materials and control technology in engineering.  Understanding the impact and advantages and disadvantages of using modern technology in engineering and manufacturing.  Understanding the stages involved in manufacturing a product.  Investigating an engineered or manufactured product that uses modern technology Overview of assessment  Single examination, lasting 1 hour and 30 minutes  A mixture of short- and long-answer questions  Paper focuses on engineering fabrication.  Paper consists of two sections - Section A is made up of general questions about the chosen sector and Section B focuses on a specific product identified in pre-release material.

http://www.edexcel.com/quals/gcse/gcse09/engineering/Pages/default.aspx

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FRENCH The GCSE course provides a natural progression from the work already done in Key Stage 3. It aims to develop the four language skills and to extend knowledge of the way the language works through the study of grammar. Pupils follow the WJEC specification and study topics which build on their knowledge from KS3 such as family, home life, school and free time. How is GCSE assessed? Unit 1: Listening Paper (Foundation-35 minutes or Higher Tier- 45 minutes) - 20% Pupils sit this paper in the main examination period at the end of Year 11. They listen to announcements, dialogues; reports etc and respond to show comprehension. Unit 2: Speaking (Controlled Assessment) - 30% During the 3 year course pupils complete a number of speaking tasks which take the form of either a structured conversation or a presentation and discussion on various topics. The best one of each type of task is submitted.

Unit 3: Reading Paper (Foundation-35 minutes or Higher Tier- 45 minutes) - 20% Like the listening, pupils sit this paper in the main examination period at the end of Year 11. They must read notices, letters, emails and articles and respond to show comprehension. It is worth 20% of the overall grade. Unit 4: Writing (Controlled Assessment) - 30% During the 3 year course pupils complete a number of written assignments which take the form of emails, letters or reports. The best two pieces are submitted. There is no final exam to assess speaking or writing! It is 100% coursework! The provisional timing for Speaking and Writing controlled assessment is as follows (pupils complete a speaking and a writing task on the same topic in the same week):    

Spring Term Y10 (March/ April) Autumn Term Y11 (September/October) Spring Term Y11 (February) Spring Term Y11 (March/ April)

http://www.wjec.co.uk/index.php?subject=57&level=7

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Why opt for French at GCSE? Anyone who can speak French can communicate with around 200 million people in their own language; French is not only spoken in France but also in Belgium, Switzerland, Canada, several African nations and in many other countries around the world. 

France is the nearest country to the UK on mainland Europe, and speaking the language is an indispensible tool for a trip abroad. France is the top tourist destination in the world and the possibilities are endless when it comes to holidays!



If you go on to study French at university you are much more likely to get a job than people with arts, humanities and media-related degrees. Speaking French will enhance your job prospects as many employers will choose the candidate who can speak a foreign language over the one who can’t. One of the main reasons for companies losing business abroad is the inability to communicate in the client’s language.



Speaking French will allow you to take advantage of your EU citizenship and travel and work within the European Union in countries such as Switzerland and Belgium, as well as France.



Speaking French gives you a better understanding of France’s rich culture and heritage, as well as its fascinating history.



The ability to communicate in another language allows you to get to know new people and build new relationships.

Speaking French is a real asset and can be combined with a degree in the sciences, law, business studies or politics. You often have the opportunity to spend a year abroad, studying your main subject in university in France, Belgium or even Canada.

http://www.wjec.co.uk/index.php?subject=57&level=7

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GEOGRAPHY “Geography is the subject that holds the key to our future” Michael Palin. Statistics show that compared to other subjects Geography graduates are among the most employable. They possess the skills that employers look for. Geography is a combination of the facts of science and the understanding of the arts. Geographers can... Make a concise report Handle data Ask questions and find answers Make decisions about an issue Analyse material Manage themselves Solve problems Think independently

Geographers are... Good communicators Spatially aware Socially and environmentally aware Problem solvers Good team players Computer literate Well rounded, flexible thinkers

Three data response questions with extended writing. These will be based upon three topics of study: Changing Coasts Coastal process and landforms Managing Coasts Furture Coastlines Tourism The changing nature of tourism The impact of tourism Sustainable growth of tourism Retail and Urban Change The changing city centre Changing patterns of retailing Alternative futures

Unit 3: Geography Enquiry 25%

The Physical World 1. Water River processes and landforms Managing rivers 2. Climate Change Causes and effects Reducing its impact 3. Living in an Active Zone Hazards at plate margins Reducing the risk A Global World (Covered in Year 9) 4. Changing Populations World population distribution Future changes in distribution and structure 5. Interdependence Trends in globalisation Impacts of globalisation 6. Development Measuring patterns of development Achieving the Millennium Development Goals Year 10-Examination June 2016

Unit 2: Optional Geography 35%

Unit 1: Core Geography 40%

GCSE Geography (WJEC Specification A)

An enquiry based on fieldwork and a problem solving decision-making exercise. The write up will be class based to make it easier to manage your time and reduce the need for extra homework. The decision-making exercise will be completed in March 2016 when the you are in Year 10. The fieldwork enquiry will be completed in September 2016 when you are in Year 11. This allows you to gain enough Geographical skills, knowledge and experience to complete the tasks to a high standard.

Year 11-Examination June 2017

http://www.wjec.co.uk/index.php?subject=58&level

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GERMAN This course is a natural progression of the work done in Year 8 leading on to GCSE (WJEC) in Year 11.

The aims of the GCSE German course are as follows:     

To develop understanding of the spoken and written forms of German in a range of contexts; To develop the ability to communicate effectively in German through both the spoken and written word, using a range of vocabulary and structures; To develop knowledge and understanding of the grammar of German and the ability to apply it; To develop knowledge and understanding of Germany and German-speaking countries; To provide a suitable foundation for further study and/ or practical use of German.

The assessment of the course is arranged in 4 units: Unit 1 – Listening (20% of total) Pupils will be required to listen to, among other things, instructions and requests, interviews, news items, short dialogues and monologues such as weather forecasts. There will be two tiers of entry: Foundation (35 minute exam at the end of Year 11) or Higher (45 minute exam at the end of Year 11)

Unit 2 – Speaking (30% of total) Pupils will be required to take part in a structured conversation on topics such as, Home Life; Home Town and Region; School; Free Time and Holidays. They will also have to give a presentation to the teacher on a topic of their choice and discuss its content. This assessment is untiered. (2 pieces must be produced during controlled assessments– no final exam)

Unit 3 – Reading (20% of total) The reading test may assess, among other things, the comprehension of magazines or newspaper articles and personal information such as that found in letters, notes, e-mails or messages. There will be two tiers of entry: Foundation (35 minute exam at the end of Year 11) or Higher (45 minute exam at the end of Year 11)

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Unit 4 – Writing (30% of total) The assessment of the writing is through controlled assessment. This consists of two pieces of writing chosen from a task bank. Pupils will have two weeks to prepare and will then complete the piece of writing in class under controlled conditions. Each piece must be produced in one session. Pupils are allowed access to dictionaries and a list of 40 words which they have previously made, and which will be submitted with their work. This assessment is untiered. (There is no final exam for Unit 4: Writing)

Assessment Dates:   



Listening and reading will each be assessed in an examination at the end of Year 11. The controlled assessments will take place in Years 10 and 11. In Year 10 there will be: o A piece of writing and a structured conversation in the Autumn term. o A piece of writing and an oral presentation in the Spring term. o A piece of writing in the Summer term. In Year 11 there will be: o A piece of writing and an oral presentation in the Autumn term o *A structured conversation and/ or piece of writing in the Spring term, if necessary.

Why learn German?         

German is easier to learn than you think because it’s related to English. With a reasonable amount of effort any average student can expect to do well. Studying German makes you appreciate other cultures as well as your own A knowledge of German improves your opportunities on the job market Universities are keen to take pupils with a Modern Foreign language German is the most frequently spoken native language in Europe German is useful when travelling all over Europe and can help you make friends As a member of the EU you have the right to live and work anywhere in Europe – German can help you Learning German can help you develop your communication skills Learning German can help you with other subjects such as History

http://www.wjec.co.uk/index.php?subject=62&level=7

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HISTORY History has values and skills which are important in many areas of life and is highly regarded by employers and universities. History provides a very good basis for a variety of careers including: law, journalism, business and finance, publishing, editing, management, politics, teaching as well as many other career paths. History is a very popular and successful subject at GCSE and a wide range of teaching methods and learning activities are used to ensure the work is interesting and rewarding. These include visual, auditory and kinaesthetic strategies, traditional methods and the use of ICT and Power points. Assessment takes place on a regular basis throughout the course to support pupils’ development as historians. The best reason to choose History at GCSE is because you are interested in History and you enjoy studying about the past.

WJEC GCSE History Route A Unit 1 Study in Depth - USA: A Nation of Contrasts 1910-29 (25%) Examined in the summer of Year 10  Problems and Challenges; immigration, gangsters, prohibition, Ku Klux Klan, religion, fear of communism.  The American Economy; causes of the boom, prosperity, the car industry, poverty in the 1920s, the Wall Street Crash 1929 and the Depression..  Culture and Society; the Jazz Age, Hollywood, role of women, sport, fads and crazes

Unit 2 Study in Depth – Britain: A Nation in Transformation 1951-1979 (25%) Examined in the summer of Year 11.     

What were the main issues facing the people of the UK in the 1950 and 1960s? What were the main changes in popular entertainment and leisure in this period? How far did the lives of women and young people change in this period? How did attitudes to authority change in the 1950s and 1960s? What were the main political and economic issues to emerge in the 1970s?

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Unit 3 Outline Study- The Development of Germany 1919-1991

(25%)

Examined in the summer of Year 10  The main features Germany’s political and economic development; the Weimar Republic, the rise of Hitler and the Nazis, the division of Germany; East and West Germany, reunification.  Life in Germany; 1920s, Ruhr, life under the Nazis, opposition, youth, the Final Solution, post-war Germany, capitalism, communism, the Berlin Wall.  The role played by Germany in world affairs; Impact of WW1, League of Nations, Hitler and steps to war, WW2, post war treaties and events, Berlin Blockade, NATO, Germany, Europe and the Cold War.

Unit 4 Britain and War in the Twentieth Century Controlled Assessment (25%) Completed in the summer term of Year 10 and autumn term of Year 11 This entails a two part historical investigation on the effects of war on Wales and England in the twentieth century. The assignments are taken from World War One and World War two in two year cycles. Pupils are assessed on their understanding of the uses and reliability of sources and how the past has been represented.

Educational Visits In the summer term of Year 9, pupils have the opportunity to visit the battlefields of France to complement their controlled assessment investigation. It enables them to further their historical understanding and broaden their cultural experiences. At present, in the Easter holidays of Year 10 pupils have the opportunity to visit Berlin to explore locations relevant to the history of Germany and the Cold War including:       

Sachsenhausen Concentration Camp House of the Wannsee Conference Reichstag Checkpoint Charlie Olympic Stadium Berlin Wall Brandenburg Gate.

http://www.wjec.co.uk/index.php?subject=20&level=7 38 | P a g e

ICT and Computing (options) In addition to the compulsory ICT qualifications, which all pupils will complete during Key Stage 4, the Computing and ICT Department offer two additional options for pupils in Year 10 and 11. For pupils who chooses this option a choice is made at the end of Year 9 either to follow the Certificate in Digital Applications or to study GCSE Computing in addition to the compulsory ICT qualifications. These two options are outlined below:

Option 1 – Edexcel’s - Diploma in Digital Applications 2012 In addition to completing the Certificate in Digital Applications pupils who choose this option will complete two additional units. They will have the opportunity to further develop their ICT skills by completing a Web Design unit called Developing Microsites. They will also be introduced to the world of Computing via Games Design through the Game Making unit. This course is assessed via examination (40%) and coursework (60%). Diploma in Digital Applications (equivalent to 2 GCSEs) A 75 minute practical examination which will be taken in May 2017. This unit will take 30 Guided Unit 1 – Using Digital Tools (20%) Learning Hours A 2 hour practical exam which will be taken in Unit 2 –Developing Microsites (20%) May 2017.This unit will take 30 Guided Learning Hours. Coursework which will be submitted in May 2017. Unit 3 – Artwork and Imaging (30%) This unit will take 90 Guided Learning Hours. Coursework which will be submitted in May 2017.This unit will take 90 Guided Learning Unit 4 - Game Making (30%) Hours.

Option 2 – WJEC - GCSE Computer Science This is a course that has real relevance in our modern world. While learners will no doubt already have some knowledge of computers and related areas, this course will give them an in-depth understanding of how computer technology works and look at what goes on “behind the scenes” by providing them with the theory of how computers function. In addition pupils will learn how to program using a variety of programming languages. GCSE Computing Unit 1 Understanding Computer Science (45%)

This is assessed via an external 1.5 hour written examination. This will take place in May 2017. This

unit will take 63 Guided Learning Hours. Unit 2 Solving Problems Using Computers (30%) Unit 3 Developing Computing Solutions (25%)

This is assessed via an external 2 hour examination. This will take place in May 2017. This unit will take

42 Guided Learning Hours. This is assessed via a controlled assessment which lasts 15 hours. This will take place between January and March 2017. This unit will take 35 Guided

Learning Hours. http://www.edexcel.com/quals/cida/about/Pages/default.aspx http://www.wjec.co.uk/index.php?subject=212 39 | P a g e

MEDIA STUDIES The media are a central element of modern life in technological economies. They have a crucial role in such economies by providing information about the world, creating opportunities for commerce and offering pleasure and entertainment in mediated forms. Starting in the familiar and media saturated world of the student the course allows students to study media production through both the work of media organisations and through their own work in creating meanings. Media Studies encourages the recognition of the complexities of the relationship between the student as a receiver of media products and as a maker of personal meanings from media texts. What is Media Studies? Media Studies is a course offering pupils the chance to learn about mass media forms – Film, Television, Radio, Magazines, Newspapers, Comics, Popular Music and of course the ubiquitous Internet that acts as a platform for all of these Media forms. They will learn about the history and organisation of the media institutions themselves and also about the process by which different programme, editions, songs etc. are actually made. One thing all pupils enjoy is the chance to critically analyse the media texts that interest them, using exciting new concepts and terminology, because it increases their previous understanding and enjoyment of them so much. Why study Media? The mass media provide a ‘window on the world’. They provide our biggest source of information and education on other countries, cultures and socio-economic systems, as well as keeping us up to date with the events happening immediately around us. They also give us a sense of ‘belonging’ and identification with our own culture, as we see areas of society we recognise reflected in the media. Such an important part of our everyday lives is worthy of a serious programme of study. We also have a multi-media suite that enables all pupils to study and produce coursework in digital, interactive formats. How is it assessed? The GCSE examination in Media Studies is assessed through an exam paper (40%) and three pieces of controlled assessment work (60%). One must be a production piece and two are textual investigations of different media areas.Pupils are given opportunities to create controlled assessment work that reflect their own areas of media interest and specialism and the department has an excellent record of examination results. These assessments are held throughout Year 11 and pupils take the external examination at the end of Year 11. Textual Investigation 1: to be completed in the final term of Year 10 Production Task: to be completed by the end of January in Year 11 Textual Investigation 2: to be completed by the end of April in Year 11 What about future opportunities? Media is a constantly expanding subject area. The study of the media in school may well point the way to future employment and the media industries employ many thousands of people in hundreds of specialist areas. Many Universities and Colleges include Media Studies (or related studies) as a degree course, and there are many more vocational courses in specialist areas all over the country. Media related degrees at the best universities are regarded highly by the media industries.

www.wjec.co.uk/index.php?subject=22&level=7

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MUSIC GCSE Music is designed to offer all pupils a valid and interesting course, and at Stanwell we follow the course as specified by the WJEC. This provides opportunities for a) already accomplished musicians to develop their talents and intensify their studies; b) all pupils who may have enjoyed the subject in KS3 and are now keen to further their interest and improve their musical skills. Through performing, composing and appraising, this specification requires candidates to develop aural perception, musical knowledge and understanding of: â&#x20AC;˘ the use of musical elements, devices, tonalities and structures; â&#x20AC;˘ the use of resources, conventions, processes, music technology and relevant notations including staff notation; â&#x20AC;˘ the contextual influences that affect the way music is created, performed and heard, including the effect of different intentions, uses, venues, occasions, available resources and the cultural environment.

Content Performing The department encourages performances of a wide variety of musical styles, from music of the sixteenth century to pop! Improved skills in performance will enable pupils to participate in the wide range of activities found both in school and in the community. They are encouraged to sing or play both individually and as part of a group, performing pieces of their own choice at the end of the course. * It is not essential for pupils to receive private instrumental tuition, but all GCSE pupils are expected to participate in departmental extra-curricular activities. This helps develop musicianship and improve ensemble skills.

Composing The music room has two music computer suites in addition to a fully equipped recording studio. All pupils are encouraged to experiment with electronic equipment and record their work using a computer workstation. The course aims to develop the ingenuity, inventiveness and imagination of pupils in exploring sound, relating their ideas to the areas of musical study. Several contrasting pieces are composed or arranged during the course from which two are selected for final submission.

Appraising This develops aural awareness through the understanding of music alongside an appreciation of relevant notation, musical traditions and developments in a variety of styles - Rock, Classical, Jazz, Folk, and Popular.

http://www.wjec.co.uk/index.php?level=7&subject=92 41 | P a g e

GCSE Music Assessment Details The assessment for GCSE Music is untiered, i.e. all composnents/units cater for the full range of ability and allow access to grades A*- G for the subject award.

60% Controlled Assessment

UNIT 1: Performance (30%) Two contrasting performances. One solo and one as a member of an ensemble. Total performance time must not exceed 10 minutes. One piece should connect with an Area of Study at MUS3. Teacher assessed and externally moderated by a visiting examiner in FEBRUARY / MARCH YEAR 10 OR 11

UNIT 2: Composition (30%) Two contrasting compositions. Total playing time of both compositions should be at least 5 minutes. Each composition should be linked to a different Area of Study at MUS3. Pupils must complete a composition log. Teacher assessed and externally moderated in APRIL / MAY YEAR 11

40% External Assessment

UNIT 3: Written exam (40%) 1½ hour listening / written examination based on unprepared musical extracts under each of the Areas of Study, and an evaluation of a performance / composition undertaken during the course. Areas of Study: 1. Music in Wales 2. Music for Stage and Screen 3. Music Evolution 4. Musical Forms and Devices Assessed externally in MAY / JUNE YEAR 11

Music is an art form that engenders concentration, teamwork, individual confidence and self-discipline. It is a source of pleasure and a means of expression for many young people and a widespread recreational activity for adult life. An active interest in, and a genuine enthusiasm for practical music making is an essential requirement for this course. It provides an excellent balance with all other subjects as it is a creative, practical, technological, analytical and academic subject.

http://www.wjec.co.uk/index.php?level=7&subject=92 42 | P a g e

PERFORMING ARTS GCSE Performing Arts is designed for students who have a genuine interest in the Performing Arts industry along with an aptitude for music performance, acting, dance or the technical aspects of theatre. Stanwell School follows the WJEC specification that provides opportunities for students to:    

Develop a realistic understanding of job roles within the industry Perform in a variety of contexts, both individually and a group Systematically improve an aspect of their chosen performance skill Work imaginatively; generating, developing and creating ideas

GCSE Performing Arts is for you if:   

You are interested in the Performing Arts industry and want to know more about it. You enjoy performing! You are committed to extra-curricular activities; this is required to enrich your understanding of the course.

Scheme of assessment:

Unit 1 – Controlled Assessment Tasks (40%) 1. A written skill development plan 2. A study of job roles within the Performing Arts industry 3. A plan for a large scale performance including details of the venue and costs involved.

Unit 2 – Themed Showcase Performance (40%) A performance that is a response to a theme set by the centre.

The Performing Arts course provides students with a number of transferable skills; the ability to think creatively, to collaborate with others, to present ideas effectively and imaginatively and to plan strategically. The course compliments that of the other Arts subjects and is ideal for those students who have an interest in the Performing Arts as a whole. Further information can be found at: http://www.wjec.co.uk/uploads/publications/16182.pdf

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PHYSICAL EDUCATION

Pupils opting for this WJEC full course GCSE will experience a wide range of practical activities and will have opportunities to learn about how the body functions mentally and physically and how it is affected by exercise and training. They will study the components of fitness and will learn how to monitor and develop their own personal fitness. They will study the ways in which the structure of sport and leisure have changed over recent years. Pupils will also learn about diet and nutrition. The course structure consists of 4 lessons a week. Three lessons will be practically based, one of which will be their core PE lesson with the rest of their year group. The fourth lesson will be classroom based and will consist of written work, supported by regular homework. This full course GCSE is suitable for boys and girls who have a keen interest in sport and wish to learn more about all aspects of physical education.

Enjoyment

Develop technical skill and improve performance

Improve personal fitness

Understand the importance of regular exercise and a healthy diet

Learn new activities

WHY DO PHYSICAL EDUCATION?

Increase self-esteem

Relaxation and stress relief Improve confidence & sociability

Improve health

Develop team work and co-operation

http://www.wjec.co.uk/index.php?level=7&subject=94

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Course Summary 4 lessons a week (1 theory and 3 practical) 60% practical (4 assessed activities â&#x20AC;&#x201C; 15% each) 40% theory (1 paper )

DATES OF ASSESSMENT The theory examination takes place in the May/June of Year 11, with the Practical Assessment, which is internally and externally assessed in March of Year 11

http://www.wjec.co.uk/index.php?level=7&subject=94

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TRAVEL AND TOURISM What does it take to be a successful travel agent, tourist information representative, cruise ship steward or museum marketer? The thriving travel and tourism industry provides exciting opportunities requiring a wide range of skills including self-management, team working, business and customer awareness, problem solving, literacy, numeracy, IT and communication skills. BTEC Firsts in Travel and Tourism provide a practical, real-world approach to learning and develop specific knowledge and skills you need to work successfully in the industry, such as:  Understanding travel and tourist destinations and investigating the appeal of UK tourist destinations  Presenting information about the key developments over time and how they have moulded and influenced UK travel and tourism into the sector it is today  Developing business and customer awareness by understanding the importance of customer service to travel and tourism organisations. You will also be able to present your work in a variety of ways, including:  Producing leaflets and posters  Taking part in role-plays and discussions  Face-to-face or audio-visual presentations  Online media such as websites. The BTEC Level 2 First Certificate in Travel and Tourism from Edexcel is for you if you have an interest in the travel and tourism industries and would like to study for a qualification which is equivalent to two GCSEs but without the pressure of exams. Learning should be fun, not daunting. In our experience, students enjoy BTEC programmes because they can specialise in areas of learning linked with work that they are interested in. The course taps into what you enjoy, feel good at and find familiar. Advantages of taking a BTEC qualification ♦ Education and training for travel and tourism employees ♦ Individual units have been designed to meet specific skills gaps identified by employers ♦ No exams, assessed through coursework ♦ BTEC qualifications are recognised by employers and education institutions ♦ Provides a good progression route to more advanced qualifications e.g. BTEC Nationals

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You will study two core units which are: Unit 1: The UK Travel and Tourism Sector (30 GLH) Have you ever thought about how many different types of tourism there are, and how important the travel and tourism sector is to the UK economy. Travel and tourism is one of the UKâ&#x20AC;&#x2122;s largest sectors, currently employing over 2.5 million people. In this unit, you will gain an understanding of the range of organisations involved with different types of tourism in the UK, including their roles, how they work together and how they use technology to meet changing customer needs. Unit 2: UK Travel and Tourism Destinations (30 GLH) Do you know the major tourist destinations in the UK? And how they appeal to different types of visitors? Can you locate major UK airports? Do you know where other gateways, such as UK seaports, are located? The travel and tourism sector is one of the largest and fastest growing in the world. An understanding of this sector is essential for anybody looking to pursue a career in travel and tourism, and knowledge of travel geography has been identified by employers as being a very important asset for working in the industry. This unit will give you an understanding of what the UK travel and tourism industry has to offer to tourists. It will enable you to identify and locate tourist destinations, major UK airports and seaports, as well as to discover sea routes and three-letter airport codes. Two mandatory units, for the certificate award. The units could include: Unit 4: International Travel and Tourism Destinations(30 GLH) There are over 190 countries in the world. How many will you visit in your lifetime? Working in the travel industry provides opportunities to explore some of these countries, so why not start dreaming now, and look at some of the fascinating destinations that exist? This unit is particularly relevant for anyone who wishes to work in retail travel or tour operations and it will broaden their knowledge should they wish to work overseas, perhaps as a holiday representative or flying the world as cabin crew. Unit 7: Travel and Tourism Business Environments (30 GLH) Have you ever thought about how many businesses and types of businesses are involved in the travel and tourism sector? In this unit you will gain an understanding of the range of businesses in the travel and tourism sector, and their structures and functions. Four optional specialist units, tailored to your needs. The units could include: Unit 5: Factors Affecting Worldwide Travel and Tourism Unit 6: The Travel and Tourism Customer Experience Unit 9: Travel and Tourism Employment Opportunities Unit 10: Organising a Travel and Tourism Study Visit Student Progression BTEC Level 2 First offer direct progression on to BTEC National programmes. On completion of a BTEC National, students can progress to a BTEC Higher National or BTEC Foundation Degree programme. A BTEC First also prepares students for employment in their chosen career. http://www.edexcel.com/quals/firsts2012/travel-tourism/Pages/defau

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WORKSKILLS Workskills is a BTEC qualification focused on practical learning rather than written exams. You achieve the qualification by achieving CREDITS in completing Tasks for each Workskills unit. Year 9 pupils will study the BTEC Level 2 Money and Finance Skills course run by Edexcel in Partnership with the Nationwide Building Society. It is a short course and is equivalent to 0.5 ‘B’ grade GCSE. The six units that the pupils will study are Autumn 1. Working and Earning 2. Saving and Spending 3. Borrowing Money and Managing Risk

Spring / Summer 4. Using Methods of Payment 5. Using Money Abroad 6. Using Money to Help Others

Year 10 and Year 11 pupils will study the Edexcel BTEC Level 2 Workskills course. It consists of different units with each unit assigned a credit, the credits can be 1, 2 or 3 depending on the unit. To achieve the Certificate qualification which is equivalent to ‘B’ grade GCSE, pupils must achieve 13 credits. Pupils who achieve 18 credits will be awarded the Extended Certificate equivalent to ‘BB’ grade at GCSE. The Units are all about practical issues which help you prepare for getting a job and keeping it. In Year 10 the focus is on preparing pupils for the world of work and their work experience placement at the end of Year 10. Although all Year 10 pupils will undertake a work experience placement, for Workskills pupils the placement will form part of their studies. Year 10 Unit Number 1 2 3 4 5 6 20 26

Unit Name Alternatives to Paid Work Working as a Volunteer Managing Money Searching for Employment Applying For a Job Preparing for an Interview Investigating Rights and Responsibilities at Work Preparing for Work Experience

Period (Term) Autumn Autumn Autumn Spring Spring Spring/Summer Summer Summer

Credit(s) 1 2 2 1 1 1 1 1

Pupils undertaking a litter pick at Porthkerry Park with the Vale of Glamorgan Visible Team .When pupils return to school in Year 11 they will review their work experience placement. The focus in Year 11 is developing their team working skills and running an enterprise project on the school Open Day to raise money for charity.

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The units studied in Year 11 are: Year 11 Unit Number 27 16 28 29 24

Unit Name

Credit (s)

Learning from Work Experience Working in a Team Planning an Enterprise project Running an Enterprise project Summarising Documents

Autumn Autumn Autumn/Spring Autumn/Spring Spring

2 3 1 1 1

Year 11 pupils organised a cake sale and a car wash on open day to raise money for the Teenage Cancer Trust and Children in Need. This work contributed to three different units

In WorkSkills you will be expected to:     

Undertake a voluntary placement Take part in trips to different work places Experience interviews Meet people from the world of work Work in a team

FACT: Employers rate strong workplace skills and relevant work experience among the most important factors when recruiting new staff.

If you are interested in real life, real jobs and real people, WorkSkills could be the option for you.

http://www.edexcel.com/quals/workskills/level2/Pages/default.aspx

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2012 STANWELL SCHOOL YEAR 11 EXAMINATION RESULTS Percentage of pupils achieving 5 or more Level 2 passes is 92%. Percentage of pupils achieving 5 or more Level 2 passes including English and Mathematics is 76%. GCSE Art Biology Business Studies Chemistry Child Development Chinese DT â&#x20AC;&#x201C; Graphics DT - Resistant Materials Drama Economics English Language English Literature Food French Geography German History Mathematics Media Studies Music Physical Education Physics Religious Education Science Science Additional Spanish Statistics Textiles Welsh

A* 9 27 6 18 0 3 3 1 8 3 18 22 0 22 33 14 49 77 10 11 1 16 93 0 0 3 28 8 28

A 31 67 21 51 4 0 7 2 21 4 84 72 2 24 26 11 47 45 11 11 9 46 55 3 1 0 25 3 29

B 18 48 34 54 0 0 9 7 27 11 87 76 3 20 18 14 45 45 34 8 14 49 55 5 3 0 10 7 53

C 28 59 53 69 9 0 6 10 3 1 48 46 5 16 16 14 49 70 18 3 17 59 26 30 30 0 0 3 61

D 8 20 21 25 1 0 2 7 1 2 33 13 4 13 11 11 15 25 3 2 6 28 7 14 13 0 0 1 40

E 5 2 18 2 0 0 1 2 0 0 7 1 1 4 4 6 3 12 3 0 0 5 4 3 5 0 0 0 18

F 0 1 1 1 0 0 0 0 0 0 7 0 0 0 2 0 1 4 2 0 1 1 1 1 3 0 0 0 7

G 0 0 0 0 0 0 0 1 0 0 1 0 0 0 0 0 2 5 0 0 0 0 1 0 0 0 0 0 7

U/X 0 0 1 0 0 0 0 0 0 0 1 0 1 0 0 0 1 2 0 0 0 0 1 0 0 0 0 0 0

Total 99 224 155 220 14 3 28 30 60 21 286 230 16 99 110 70 212 285 81 35 48 204 243 56 55 3 63 22 243

Total Percentage Cumulative Percentage

511 16 16

712 22 38

754 23 61

749 23 85

326 10 95

106 3 98

33 1 99

17 1 100

7 0 100

3215 100 100

GCSE Short Course Physical Education Religious Education

A* 8 0

A 28 0

B 37 0

C 25 1

D 10 1

E 0 0

F 0 0

G 0 0

U/X 0 1

Total 108 3

Vocational - GCSE Equivalent Automotive Learning Construction IT Public Services Work Skills

A* 0 0 63 0 0

A 0 0 81 0 0

B 10 0 98 2 20

C 0 14 124 16 0

D 0 0 0 0 0

E 0 0 0 0 0

F 0 0 0 0 0

G 0 0 0 0 0

U 0 0 10 0 0

Total 10 14 376 18 20

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2013 STANWELL SCHOOL YEAR 11 EXAMINATION RESULTS Percentage of pupils achieving 5 or more Level 2 passes is 93%. Percentage of pupils achieving 5 or more Level 2 passes including English and Mathematics is 75%. GCSE A* A B C D E F G U/X Total Art 14 16 14 28 5 1 0 0 0 78 Biology 14 45 52 42 34 2 1 0 0 190 Business Studies 14 19 29 42 20 13 4 0 0 141 Chemistry 27 47 41 39 23 3 0 0 0 180 Child Development 0 7 5 11 7 5 0 0 1 36 DT â&#x20AC;&#x201C; Graphics 3 6 11 3 0 0 0 0 0 23 DT - Resistant Materials 4 10 6 9 6 5 2 0 1 43 Drama 17 24 21 17 2 1 2 1 1 86 Economics 1 8 16 5 4 1 1 0 0 36 English Language 32 74 75 61 47 14 7 0 0 310 English Literature 35 82 75 54 26 0 0 0 0 272 Food 1 10 9 2 5 4 0 2 2 35 French 38 23 19 17 7 6 2 0 0 112 Geography 26 33 15 17 11 3 2 0 0 107 German 6 16 15 12 5 0 0 0 0 54 History 57 63 43 25 14 9 1 0 0 212 Mathematics 78 55 55 60 35 15 7 2 1 308 Media Studies 6 21 32 30 4 3 0 2 0 98 Music 10 8 6 1 0 0 0 0 0 25 Physical Education 0 12 19 21 12 13 4 0 0 81 Physics 24 44 47 37 32 3 1 0 0 188 Religious Education 37 66 59 45 27 17 9 3 3 266 Science 0 2 4 22 22 1 1 1 0 53 Science Additional 0 0 1 17 16 7 2 0 0 43 Statistics 1 9 20 36 25 9 1 0 1 102 Textiles 11 11 3 8 0 0 0 0 0 33 Welsh 21 58 40 79 27 23 14 6 1 269 Total 477 769 732 740 416 158 61 17 11 3381 Percentage 14 23 22 22 12 5 2 1 0 100 Cumulative Percentage 14 37 59 80 93 97 99 100 100 100 GCSE Short Course A* A B C D E F G U/X Total Physical Education 5 13 25 31 13 12 5 0 0 104 Vocational - GCSE Equivalent A* A B C D E F G U Total Additional Mathematics 0 39 27 15 0 0 0 0 25 106 Additional Science/Science for Work 0 0 0 107 0 0 0 0 0 107 Construction 0 0 0 9 0 0 0 0 0 9 Engineering 0 0 0 8 0 0 0 0 0 8 IT 54 209 147 206 0 0 0 0 10 616 Public Services 0 0 0 5 0 0 0 0 0 5 Vehicle Inspection 0 0 28 0 0 0 0 0 0 28 Work Skills 0 0 44 0 0 0 0 0 0 44 All GCSEs & Vocational Subjects Total 531 1017 978 1090 416 158 61 17 36 4304 Percentage 12 24 23 25 10 4 1 0 1 100 Cumulative Percentage 12 36 59 84 94 97 99 99 100 100

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